Organic historical reasoning: an exploration of how non-specialist students can connect, through historical and archaeological artefacts, with the people who made and used them.

Moore, Hugh (2020) Organic historical reasoning: an exploration of how non-specialist students can connect, through historical and archaeological artefacts, with the people who made and used them. In: Trskan, Danijela and Bezjak, Spela, (eds.) Archaeological heritage and education: an international perspective on history education. Slovenian National Commission for UNESCO, pp. 51-68. Full text not available from this repository.

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Abstract

This chapter draws on a study (Moore, 2019) which explored valid ways in which non-specialist trainee primary school teachers used material culture artefacts to make connections with people who lived in the past. It considered the problems caused by the concept of historical empathy and constructed a new concept, Organic Historical Reasoning, as the natural process by which students make such connections. The study first constructed a model of this concept based on recent literature, then undertook a process of research into student responses to material culture artefacts and finally related the model based on the literature review to the model derived from empirical research to posit the new concept. This chapter discusses the literature related to understanding people in the past through material culture artefacts, supported by some examples of how it is reflected in the empirical research.

Item Type: Book Section
Publisher: Slovenian National Commission for UNESCO
ISBN: 978-961-93589-8-6
Departments: Initial Teacher Education (ITE)
Depositing User: Christian Stretton
Date Deposited: 17 Jul 2020 14:24
Last Modified: 17 Jul 2020 14:24
URI: http://insight.cumbria.ac.uk/id/eprint/5630

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